Society and Culture 2020 HSC exam pack

Students should:

• clearly state the topic and hypothesis for investigation in the introduction
• ensure the topic choice is sociological in its nature
• establish the cross-cultural perspective and scope of continuity and/or change
• focus on the conceptual relevancy of the topic
• make a clear relationship between personal knowledge and public knowledge evident
• make evident the social and/or cultural significance of the topic
• adhere to the Personal Interest Project requirements regarding word limits.

In better projects, students were able to:

• develop topics and ideas that allow for appropriate and comprehensive exploration of the implications for all levels of society
• demonstrate cohesion between focus areas to ensure that chapters don't address ideas in isolation
• justify the contemporary relevance of a topic
• evaluate their research methods to validate the process of their research
• explain reasons for the chosen research methods and engage with validity/bias
• engage with the ethical practices of research (pages 21 of the Syllabus)
• demonstrate a high level of social and cultural literacy in their topic choice
• select a topic that provides enough scope for the development and application of course concepts and appropriate research methods.

Students should:

• further develop their personal connection to the topic
• critically reflect on the limitations and challenges of research methods
• highlight the relationship between research findings and new paths of inquiry
• critically examine the sample demographics in relation to the validity of data
• reflect on the ‘Process of Research’ steps from pages 22-23 of the syllabus
• avoid diary entry formats or narrative tone.

In better projects, students were able to:

• identify specific forms of research appropriate to the development of their project
• reflect on the usefulness, validity and/or bias of sources
• account for the challenges in the Personal Interest Project and how they overcame these issues
• focus on the decision making process in relation to their research and topic development
• specify any ethical considerations relevant to the topic
• discuss the parameters of their topic
• demonstrate a conceptual overview of the process.

Students should:

• establish a context for inquiry through a synthesis of primary and secondary data concerning the need for sociological inquiry into the topic
• avoid using secondary research as a description of the topic
• use primary research to account for micro interpretations of macro issues
• avoid an historical, narrative recount
• integrate cross-cultural comparisons throughout
• identify the continuity and changes across micro, meso and macro levels and analyse these changes within the framework of course concepts
• sustain engagement with the hypothesis
• reflect on the limitations of research and validity
• develop deep analysis and cohesive arguments by not segmenting the central material into small parts
• consider where to appropriately integrate graphic forms.

In better projects, students were able to:

• make meaningful reference to visual sources, including pictures or graphs
• appropriately integrate personal experience
• effectively apply complex, academic language to succinctly express ideas
• provide a clear and sustained synthesis and critical analysis of their findings
• demonstrate a balance of primary and secondary research
• apply a high standard of authoritative research and connect this to the hypothesis
• succinctly acknowledge the reliability/validity/bias of primary or secondary material
• integrate their research effectively
• make sophisticated judgements consistently throughout
• explain the conceptual implication within a sociological framework
• integrate a range a perspectives to ensure a depth of research
• demonstrate an accurate and appropriate understanding of their chosen research method, for example, focus group, content analysis.

Students should:

• return to the hypothesis and original goals as outlined in the introduction
• apply course concepts to account for conclusions
• avoid repeating introduction or re-stating conclusions from Central Material
• express the extent to which their hypothesis was confirmed or challenged
• reflect on how the project has explicitly developed their social and cultural literacy rather than using a dot point from page 25 of the syllabus
• evaluate the process of their research in relation to their growth as a researcher
• analyse, rather than summarise their findings.

In better projects, students were able to:

• consider the social and/or cultural implications for the research findings
• reflect on the research process
• make a well-reasoned judgement that is reflective and linked to their hypothesis
• derive their conclusions based on genuine evidence conducted through the Personal Interest Project process
• show critical reflection and evaluation of their hypothesis and research.

Students should:

• accurately reference sources (Assessment and Reporting page 12)
• critically reflect on how research methods supported the construction of the Personal Interest Project.
• show a range of research.

In better projects, students were able to:

• reflect on the use of sources through the consideration of reliability, validity and bias
• explain the way in which the research contributed to the project
• reflect on primary and secondary research methods.

Students should:

• read the question carefully to ensure not to miss components of the question
• have a clear understanding of key words in the question and recognise the intent of the question and its requirements
• use the first page of the answer booklet for an extended response to develop a plan to assist in the logical sequencing of information
• engage with what the question is asking rather than presenting a pre-prepared response
• relate to the question throughout the response rather than just at the beginning
• sustain their judgements, where appropriate, throughout the response with a clear connection to the question
• apply course concepts and language appropriate to the Depth Study
• analyse relationships within and between social and cultural groups where appropriate
• present a sustained, logical and cohesive response that addresses the question where appropriate
• review their response to ensure that it addresses question requirements.

Question 9

In better responses, students were able to:

• demonstrate a clear understanding of the nature of social change and the micro level of society
• show how social change can influence society at the micro level by linking examples of significant social change to interactions between individuals and their family or other individuals in the community
• support the response by applying examples such as gender roles, status of the individual, personal and social identity
• successfully apply their country study to this question, for example, China, One Child Policy and impact on the family and individual.

Areas for students to improve include:

• clearly defining or showing an understanding of key words used in the question, for example, social change and micro level
• supporting the response with a relevant example (s).

Question 10

In better responses, students were able to:

• plan and present a sustained, logical and cohesive response that successfully applies the country studied
• make informed judgments about the extent to which cooperation and conflict are likely to influence future directions
• apply specific and appropriate examples and statistics to support judgements and to enhance future scenarios.

Areas for students to improve include:

• establishing effective judgement/s, using appropriate connectives to sustain argument throughout the response and reinforce judgment at conclusion of response
• avoiding a narrative about the history of a society or retelling learnt content without applying to the question
• applying appropriate examples and to help gain clarity in the response.

Question 11(a)

In better responses, students were able to:

• clearly demonstrate the relationship between society and popular culture
• identify different ways in which society influences the development of popular culture
• effectively apply course concepts such as, consumption and paraphernalia.

Areas for students to improve include:

• clearly demonstrating an understanding of the influence of society on popular culture
• applying specific terminology, for example, paraphernalia, commodification and consumption
• structuring the response logically to show why and how society shapes popular culture
• identifying and integrating specific examples of popular culture.

Question 11(b)

In better responses, students were able to:

• offer informed judgements about the impacts of technology and institutional power on the consumption of one popular culture
• support judgements with the application of a wide range of detailed and accurate examples
• effectively apply relevant course concepts and language to support the discussion of the influence of technology and institutional power on the consumption of the popular culture.

Areas for students to improve include:

• effectively addressing all aspects of the question in a direct, concise and coherent response
• applying appropriate course concepts such as, institutions and institutional power to effectively address all aspects of the question
• applying knowledge of a popular culture to address all parts of the question in a sustained, logical and coherent response rather than providing an historical narrative of the development of the selected popular culture, technology or institutional power
• demonstrating a balanced and logical response by integrating a range of appropriate and specific examples to support judgements.

Question 12(a)

In better responses, students were able to:

• demonstrate a clear understanding of the features that distinguish ideologies
• present a well-structured explanation that clarifies the importance of shared values within ideologies
• apply specific and accurate examples to demonstrate the importance of shared values of ideologies
• Integrate and effectively apply a range of relevant course concepts.

Areas for students to improve include:

• effectively demonstrating the characteristics of ideologies
• applying accurate and specific examples of ideologies
• addressing the importance of shared values of ideologies
• using specific rather than generalised examples
• clearly focusing on ideologies, as distinct from belief systems.

Question 12(b)

In better responses, students were able to:

• demonstrate a deep understanding between the ethical issues in society and philosophy in relation to ONE belief system or ideology
• develop a wide range of detailed examples that support informed judgements
• integrate a range of relevant concepts such as values, beliefs, acceptance and rejection.

Areas for students to improve include:

• effectively addressing the focus of the question and avoiding historical narratives of the belief system or Ideology
• drawing out contemporary ethical issues and the philosophy associated with ONE belief system or ideology
• clearly demonstrating a deep understanding of the ethical issues in society in relation to ONE belief system or ideology
• communicating detailed understanding of the philosophy of ONE belief system/ideology.

Question 13(a)

In better responses, students were able to:

• clearly link the reasons why human rights are important to achieving social inclusion OR clearly demonstrate the relationship between why human rights are important in achieving social inclusion
• support their understanding with the integration of specific examples
• present a highly organised interconnected response
• integrate conceptual language appropriate to social inclusion, such as life chances, social cohesion and social mobility.

Areas for students to improve include:

• making appropriate connections between parts of the question
• detailing an example or examples to support ideas
• integrating course concepts throughout the response
• reference data sources and specific evidence to increase credibility of examples.

Question 13(b)

In better responses, students were able to:

• demonstrate a detailed relationship between the insightful example and the implications to continued social exclusion in a society
• integrate current data from a range of sources to enable an appropriate judgement to be made
• make appropriate judgements that enable strong connections to all parts of the question
• create a conceptual response that applies depth study concepts and other related appropriate concepts
• create a smoothly integrated response that allows a flow of logical ideas answering the question.

Areas for students to improve include:

• supporting a response with detailed and integrated examples and data
• using more than one example to assist in creating a sustained response
• making judgments more explicit and pronounced with high relevance to continued social exclusion
• using depth study course concepts as language in the response.

Question 14(a)

In better responses, students were able to:

• show a clear understanding of deindividuation
• identify different ways in which deindividuation can influence behaviours
• explain the process of deindividuation in reference to the cause and effect of social and anti-social behaviours in a group setting
• organise ideas and apply detailed examples cohesively. 

 Areas for students to improve include:

• detail specific features with appropriate examples
• applying an understanding of deindividuation
• clearly explain the process of influence
• structuring the response logically to show why and how deindividuation influences one's behaviour.

Question 14(b)

In better responses, students were able to:

• make informed judgements by applying a wide range of detailed and accurate examples from a clearly defined, appropriate, non-conformist group
• address how values influenced interactions within wider society and effectively address to what extent these values influence interactions
• integrate highly relevant related course terms and concepts such as, cohesion, sanctions, technologies, worldview and perceptions
• engage with both positive and negative interactions, where appropriate.

Areas for students to improve include:

• demonstrating effective communication by avoiding lengthy descriptions
• demonstrating an understanding of the concept relevant concepts and avoiding confusion between interactions and perceptions
• identifying how the behaviours informed by values within a group result in distinct interactions with wider society
• integrating a range of detailed examples to support informed, sustained judgements on ‘to what extent’
• taking a balanced and logical approach to unpacking both values and interactions.